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LITERATURE PAPER 2
Y11
GUIDE BOOK
How to use this guide:
This guide to the 15 poems in the AQA Anthology is not intended to be the be-all
and end-all of your knowledge. It is not a replacement for your annotated
anthologies, it is not a replacement for your class book or the extended writing
you have done on both individual poems and comparisons.
What it is, is an attempt to provide an analysis of each poem and help you
organise some of those ideas into groups, see how they can be discussed in
writing, identify key devices and their effects, and give you a vocabulary bank of
ambitious language for each poem, which you can see in context.
Poems for
Main points organized comparison
Context of poem into paragraphs
Yellow boxes to
Key terminology
summarise
highlighted in bold
LANGUAGE &
IMAGERY
Possible topic
sentences underlined
37-39 Follower
K McCabe 2016 4
WHEN WE TWO PARTED
THEMES:
By Lord Byron (1788 – 1824)
When We Two Parted is thought to be based upon one of the many Secret, forbidden Love
Regret
scandalous relationships Byron was involved in during his lifetime. Pain, Loss, Death
He was notorious and labelled ‘mad, bad and dangerous to know.’ It Anger
is claimed that Byron falsely stated the poem was written in 1808 in
COMPARE WITH:
Context
The title refers to the painful moment the relationship ended and speaks directly to the woman, to
confess the poet’s reactions and response to that day.
Stanza 1: The ‘silence’ suggests many feelings unspoken, either because this is not a mutual parting,
or because there is a forbidden, secret aspect to the relationship. This is further indicated by the
poet being ‘half-broken hearted’ and that he will be scarred by the experience for years - ‘sever’.
Stanza 1: The woman is described as becoming ‘cold’ and emotionless, all warmth they may have
shared is now dying.
Stanza 2: Pathetic fallacy used to further the cold atmosphere ‘dew of the morning’.
Stanza 2: The woman’s reputation is now ‘light’, possibly as the result of another or even this
scandal, and the poet, due to his secret involvement with the woman ‘shares in the shame’. The
unnamed people of the society of the time are gossiping and criticising the woman.
Stanza 3: The pressure of public opinion and reputation continues into stanza 3. The rhetorical
question suggests that the poet is emotionally traumatized by the affair even though he has escaped
with his anonymity intact.
Stanza 4: The tone begins to turn to anger and bitterness as the poet acknowledges he is left with
deep emotional wounds ‘long shall I rue thee’
Stanza 5: The poet confesses the secret nature of the relationship and the tone change continues as
the poet feels he has been deceived and forgotten by the lady.
Stanza 5: The poem returns to the beginning, in silence and in tears. The poet has been unable to
move forward since the parting and does not see himself being able to move on in the future.
Organised Notes Additional Notes
The poem is about the painful end of a relationship, with suggestions
that it was a secret and forbidden love. It is told from the viewpoint of
the poet who is struck by grief. It has bitter and melancholic tone.
The structure of the poem is regular in rhythm and rhyme and highly
controlled. It signifies a sense of deep reflection about the day and the
relationship, as though the poet has considered it very carefully.
Although the poem moves between time frames (past, present and
future) the repetition of ‘silence and tears’ at both the beginning and
end creates a circular structure. This shows that poet is unable to move
forward and is stuck with his despair.
The poem uses a semantic field of death. The poem is riddled with
references to death and loss. Pale, sever, knell, grieve etc. The death of
the relationship is also a ‘death’ of his happiness, emotion and future.
He is mourning the loss of his love.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: WHEN WE TWO PARTED
By Lord Byron
Annotate the poem from memory
In secret we met--
In silence I grieve,
That thy heart could forget,
Thy spirit deceive.
If I should meet thee
After long years,
How should I greet thee?--
With silence and tears.
QUESTIONS:
1. How does the poet convey feelings of love and loss in this and one other poem of your choice?
2. How does the poet present conflict in a relationship in this and one other poem of your choice?
3. To what extent does this poem suggest a forbidden love? Compare with one other poem of your
choice.
K McCabe 2016 7
NEUTRAL TONES
by Thomas Hardy (1840-1928) THEMES:
Thomas Hardy was a Victorian novelist and poet. Much of his Pain, Loss, Death
poetry is autobiographical, about his relationships and the failure Bitterness, Anger
of his relationships. He famously wrote a great deal of his poetry Nature
Context
about his first wife, Emma, who he became estranged from, and COMPARE WITH:
mourned her death for the rest of his life. Neutral Tones, however,
Winter Swans
was written about a previous relationship that did not last. Hardy When We Two Parted
was influenced by the Romantic poets. Farmer’s Bride
The title ‘neutral’ suggests something without warmth, cold and emotionless. It is the opposite of
colourful.
Stanza 1: The poem begins by setting the scene with a pathetic fallacy. The combination of the
pond, winter and white sun create a cold and bleak landscape. In addition, there is a sense of
everything dying - the falling leaves, the ‘starving sod’ –natural elements, once fertile and alive and
struggling to survive – symbolic of the couple’s relationship.
Stanza 2: She doesn't look at him directly and hold his gaze, but instead her eyes ‘rove’ – moving
constantly, wandering without fixing on him. He imagines that, as she focuses on everything but him,
she is thinking over ‘tedious riddles of years ago’. This oxymoron creates rich imagery about the
frustrations that are part of their relationship. Tedious suggest dull, repetitive and riddles is
something that is a challenging puzzle – both fun and infuriating. These riddles, unresolved
arguments have continued to plague them for years. There is no solution.
Stanza 3: This stanza starts with another strong contrast, this time the juxtaposition of her smile
being ‘the deadest thing’ . This image is further extended with her ‘grin of bitterness’. What seems to
be most painful for Hardy is that she once did smile with warmth and love at him, as it was once
‘alive enough to have the strength to die’ . This smile, that turned to a grin of bitterness, should have
been his ‘ominous’ warning that the relationship was doomed.
Stanza 4: This stanza shows a change in his emotion. In recalling some of the details of the day, the
language has become increasingly powerful and bitter. Hardy acknowledges that he felt ‘deceived’ by
love, in particular, this relationship. The sun has changed from ‘white’ to ‘God-curst’ indicating that
his feelings are no longer neutral but angry and inflamed.
Colour is a central motif in the poem. This is indicated clearly in the title,
but colour also features throughout the poem. The colour begins as
white and gray, and changes to God-Curst (suggesting and angry, red,
inflamed Sun). The poem ends with the repetition of the colour gray,
showing that he is left again with unresolved emotion.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: NEUTRAL TONES
Annotate the poem from memory by Thomas Hardy
QUESTIONS:
1. Compare the feelings of anger and bitterness conveyed in this poem and one
other of your choice.
2. How is conflict in a relationship presented in this poem and one other of your
choice?
3. How are painful memories presented in this poem and one other poem of your
choice? K McCabe 2016 10
WINTER SWANS THEMES:
Distance
Nature
By Owen Sheers (1974 - ) Anger, Bitterness
Reconciliation
Owen Sheers is a Welsh poet born in 1974, so Winter Swans is a
contemporary poem. Much of Sheers’ poetry draws upon COMPARE WITH:
Context
The title shows that the Swans are the central characters in this poem, rather than the couple.
Stanza 1: The poem begins with the personification of the clouds The clouds had given their all. This
is pathetic fallacy, setting the stormy, turbulent scene, and metaphorically represents the couple
who have also ’given their all’. The break in the rain gives the couple the opportunity to walk,
exhausted from the energy used over the previous 2 days arguing.
Stanza 1: It is useful to note here that the poet refers to himself and his partner as ‘we’. We, us and
our are used throughout the poem which indicates that despite their difficulties, they are still very
much together and a couple.
Stanza 2: Continues with more personification – the earth ‘gulping for breath’. Gulping has
connotations of something struggling to survive. In addition, the ‘waterlogged’ earth is unstable
and not solid, just like the couple’s relationship at this time.
Stanza 2: the couple ’skirt’ the lake. The verb ‘to skirt’ is often used with ‘around’ (to skirt around
something, usually a problem or an issue) . The couple are forced to skirt around the lake as they
cannot physically cross it, but they are also skirting around their problems in silence.
Stanza 3: This marks a change in tone after the arrival of the swans. They distract the couple with a
‘show’, and are perfectly united.
Stanza 4: There are several images in this stanza which seem to refer to solid, strong foundations.
The ‘iceberg of white feather’ suggests that there is more to the couple than surface problems,
likewise, the boats ‘righting in rough weather’ have stable bottoms and will find their way upright.
Stanza 1-5: Many of the sounds are consonant sounds, showing the tension in their relationship
through harsh sounds.
Stanza 5: The silence is broken by direct speech and marks the beginning of the couple
communicating and resolving their issues.
Stanza 5: A metaphor is used to liken the swans to ‘porcelain’ a fine china. This symbolises the
couple – delicate and in need of protection, but strong.
Stanza 5: Light begins to enter the scene – ‘The afternoon light’
Stanza 6: Sibilance is used to show a change in their emotions as their hands move towards each
other. The sibilant sounds are soft.
Stanza 7: A simile compares their hands to wings settling after flight. The couple are reunited and
reconciled.
Organised Notes Additional Notes
The poem focuses on a couple experiencing conflict and difficulty in their
relationship. It is told from the viewpoint of one of the couple, most likely
the man. It begins with a tense mood. This changes to a reflective and
tranquil atmosphere, after the couple observe the actions of a pair of
swans. The swans metaphorically mirror the couple.
The poem is structured in 6 irregular tercets and a final couplet. The line
lengths are uneven and there is no rhyme. This emphasises the
disjointedness and disharmony of the couple. However, after the
moment of reconciliation in the poem, the final stanza is a couplet. This
could be symbolic of the couple beginning to come back together again.
The poem uses nature to explore feelings. The poem begins in a cold and
turbulent setting. This represents the couple and their conflict. The
swans teach the couple to reflect on their own behaviour towards each
other, and as a result their behaviour changes – the light comes, the
earth begins to firm (from waterlogged to shingle and sand) and they
reunite.
The couple are only temporarily troubled. Unlike some of the other
relationships in the anthology, the couple in Winter Swans still love each
other. They are frustrated and experiencing disharmony, but still
consider themselves unified (we, us, our). Essentially, like the swans they
have strong foundations and the storm will pass (boats, iceberg,
porcelain.)
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: WINTER SWANS
By Owen Sheers
Annotate the poem from memory
QUESTIONS:
1. How does the poet present conflict in the relationship in this and one other
poem of your choice?
2. Explore the use of nature in this poem and one other poem of your choice.
3. ‘Winter Swans is a poem about a couple who, despite problems, are still deeply in
love’. Using this and one other poem of your choice, state to what extent you
think this is true. K McCabe 2016 13
SINGH SONG THEMES:
By Daljit Nagra (1966 - ) Joy, Romantic Love
Nagra is the son of Indian parents who moved to the UK in the Family Bonds
Conflict
1950’s. His family opened a corner shop when they moved to
Context
Sheffield. He wanted to use the dialect of the Indian language as COMPARE WITH:
he felt it had often been made fun of. The poem highlights the
I Think of Thee
merging of two cultures, as well as the love between a man and Porphyria’s Lover
his new bride. Winter Swans
The title is a pun and play on words - ‘sing song’ means harmonious and melodic. Singh is an Indian name that
was used by Sikh communities, and is the surname of the shopkeeper ‘Singh, where you been?’ . This helps to
set the light tone of the poem and locate it within a specific cultural community. This is Mr Singh’s song.
Stanza 1: The poem opens in strong dialect to create a vivid image of the narrator. He complains of
pressures from his family to continue the tradition of working hard in the family shop. His father is
obviously successful ‘one ov my daddy’s shops’ and it could be argued that Singh wants to honour his
father ‘daddy’. However, he disobeys him by locking the shop when nobody is in to be with his wife.
Stanza 2: His new bride waits for him upstairs and he is in the honeymoon phase of lust & excitement.
Stanza 3: Introduces the customers voices, ‘di shoppers always point and cry’ who are also
complaining about the tidiness of his shop and quality of the goods.
Stanza 4: His focus returns in stanza 4 to his wife, she dominates his every thought. We begin to get
a glimpse of the woman who has him so rapt. She is busy on the internet, ’netting two cat on her Sikh
lover site’. It is slightly ambiguous but suggests that she runs a dating site for Sikh men.
Stanza 5 – 7: The following 3 stanzas create a detailed picture of the wife. She is rebellious and
irreverent. She does not abide by the traditions of respecting her elders. She swears at her husband’s
mother, makes fun of his father. Her dress merges British and Sikh cultures, mixing Punk dress with
traditional sari and pumps. Her appearance is not conventionally feminine with a ‘red crew cut’ and
‘donkey jacket’. We have the impression of a domineering woman with the metaphor ‘tiny eyes ov a
gun’ for whom, all he feels is love - ‘tummy ov a teddy’. The repetition ‘My bride’ with assonant
sounds sounds like a loving and longing sigh, juxtaposing the description he has just given of her.
Stanza 8: Returns to the chorus, reiterating his devotion to her that is distracting him from his work.
Stanza 9: Moves the action forward to the evening, when the shop is shut. The language choices here
convey magic, fun and excitement, like children ‘midnight hour, whispering stairs, silver, chocolate
bars, brightey* moon’. There is something joyous, innocent and exciting about the love he feels for
his wife. *Nagra has also stated that he used Brightey to sound like ‘Blighty’, and Indian nickname for
Britain (see further resources at the back for the link to Nagra’s discussion of the poem).
Stanza 10: The repetition shows an ongoing routine that has become their special time away from the
pressures and demands of both work and family. His love for his wife is made explicit and he states
she is ‘priceless’.
Organised Notes Additional Notes
Singh Song is the story of a recently married Indian shopkeeper, who
would rather spend all of his time with his new wife, than honouring his
father, running the family business. It is written in the persona of the Mr
Singh, the shopkeeper and has a joyous, uplifting and romantic tone,
despite the conflict that being newly married has created.
Despite the conflict in the relationship, the speaker loves his wife. He is
indifferent to the complaints of the customers and focused only on being
with his wife. The description he gives of her is of a domineering woman
eyes ov a gun, who dresses in a masculine, aggressive way. She is also a
cunning and shrewd businesswoman. He loves her and is blind to how
she may appear to others. Finally, he refers, in an almost joking way, to
her interactions with his mother and father, giving no comment or
criticism. Singh is dealing with conflict on a number of levels - family,
work and culture.
The poem is full of positive, bright and childlike language. The poem is
full of bright colours (lemon, lime, red, silver) Mr Singh, although an
adult, has the status of a child in the family and so responds like one,
with a lack of responsibility, rebellious nature and simplistic childlike,
romantic responses (teddy, pinching my sweeties).
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: SINGH SONG
Annotate the poem from memory By Daljit Nagra
my bride
she effing at my mum
in all di colours of Punjabi
den stumble like a drunk
making fun at my daddy
my bride
tiny eyes ov a gun
and di tummy ov a teddy
my bride
she hav a red crew cut
and she wear a Tartan sari
a donkey jacket and some pumps
on di squeak ov di girls dat are pinching my sweeties –
QUESTIONS:
1. Compare how the poet presents feelings of love this and one other poem of your
choice.
2. How does the poet convey family bonds in this and one other poem of your
choice.
3. Compare how poets present attitudes towards conflict in relationships in this
and one other poem of your choice.
K McCabe 2016 17
LOVE’S PHILOSOPHY THEMES:
Joy, Passion
Desire , Longing
By Percy Shelley (1792 – 1822) Nature
A Romantic poet, who was a well known atheist in an age when Unrequited Love
many people engaged in religious practices – going to church,
COMPARE WITH:
Context
respect for religious beliefs etc. Shelley was expelled from Oxford
for his views. He had scandalous relationships, and is best known Farmer’s Bride
When We Two Parted
for his marriage to Mary Shelley, author of Frankenstein and Sonnet 29 I Think of Thee
friendship with Lord Byron. He drowned at the age of 29 . Letters from Yorkshire
The title suggests there is a higher knowledge or wisdom about love than the thoughts and feelings
of individual people, as though there are generally accepted, logical, unwritten laws about love.
Shelley is suggesting that we are governed by these natural instincts.
Stanza 1: The poet takes a range of powerful natural elements, ‘fountains, rivers, oceans, wind’ and
personifies them. This aims to draw a sharp parallel between the actions of nature and the couple.
Shelley uses the structure of traditional logical argument to draw a comparison between nature
and his relationship (If x + y = xy then you + me = ) He argues that all nature ’mingles’, there is no
separating the individual elements as they both join and are created from each other. If his loved
one accepts this philosophy of nature, then she cannot deny that they too should ‘mingle’ and
‘mix’ and make their relationship more physical, even if it is to simply share a kiss.
Stanza 1: Shelley calls on the ‘law divine’, a clear religious reference to make his point even more
persuasive and strong. As a known Atheist, Shelley would use any means to win his argument. In an
ironic way he is using typical motifs & symbols of romantic love to suggest his intentions & desires
are natural and pure, so that he may win the opportunity to seduce her into a physical relationship.
Stanza 2: Starts with an imperative ‘See’ to suggest he is becoming slightly more impatient with her
reluctance and restraint. This is also shown with the move from gentle verbs ‘mix’ and ‘mingle’ to
‘clasp’, meaning grip or hold tightly, conveying the sense of a more urgent and forceful desire.
Stanza 2: He continues using religious imagery, again a powerful appeal to the young lady, stating
that the mountains ‘kiss high heaven’.
Stanza 2: Shelley then uses an emotionally manipulative appeal, claiming that no ’sister-flower’
(symbolising the lady) ‘would be forgiven if it disdained its brother’ (symbolisng Shelley). This is
designed to make the lady feel guilty for rejecting his advances.
Stanza 2: Throughout this stanza repetition of ‘And’ is used. This has a listing effect, as if Shelley is
presenting reason after reason why the woman should succumb to his wishes.
Stanza 2: In the final lines ‘the sweet work’ that Shelley refers to is the work of God. He implies
that the lady is directly responsible for making the ‘mingling’ of the natural world meaningless by
refusing him ‘If thou kiss not me?’.
Stanza 2: Finishing the poem on another rhetorical question, Shelley has constructed a strong
argument to win her affection, in which she is unable to provide a reasonable defence.
Organised Notes Additional Notes
The poem is an romantic plea to persuade a young lady to succumb to
physical desire and kiss the man. It is told from the viewpoint of the male
and addresses the lady directly. It has a light & joyously passionate tone.
The poem has both a regular structure and regular rhyme scheme. This
indicates a highly reflective and considered line of thought. The two
stanzas follow a similar pattern which begins with multiple examples to
persuade the young lady, finishing with a rhetorical question. The rhyme
scheme mixes masculine rhyme (single final syllable rhyme) with feminine
rhyme (two syllable rhyme), further enhancing his ‘philosophy’ that
masculine and feminine should mix and mingle. The poem is written in
simple language, typical of the Romantic poets. This simplicity echoes the
simplicity and purity Shelley is alluding to with his passionate intentions &
desire. Finally, Shelley’s use of punctuation throughout the poem is also
significant. Each stanza represents a single long sentence punctuated with
colons and semi-colons. This structure shows in an almost child-like way,
Shelley’s persistence in the quest for his love.
The poem uses a strong semantic field of nature. This is the central
conceit of the poem - the argument that in the same way natural
elements mix, humans are designed to behave in a similar way. Nature is
also a typical Romantic motif, with Shelley focusing the lady’s attention
on the most beautiful natural elements to appeal to her. Nature is
personified, creating a sharp parallel between the purity of the natural
world and the purity of their love. Likewise, her restraint and rejection is
seen as unnatural and unforgivable.
The religious imagery is powerful. This reinforces the sense that her
submission to him is morally right and virtuous. Shelley’s position as an
Atheist enables us to interpret this as something slightly more
manipulative and unscrupulous. It seems ironic and that, as a
passionate lover, he would be prepared to say anything in his quest for a
kiss.
recognised as a great talent by many poets in her day, including COMPARE WITH:
Thomas Hardy (Neutral Tones). The Farmer’s Bride symbolises
Porphyria’s Lover
several different elements such as women in society in the Victorian When We Two Parted
age, the natural world vs industrialization and desire over fear. Neutral Tones
In this poem, the Farmer is the speaker and the focus of the poem is his bride, referred to in the title.
Stanza 1: The poem begins with a time reference that is immediately unnerving when considering
the nameless girl. It has been ’three years’ since she married and yet she is still referred to as the
bride. This suggests that in all that time there has been no acceptance of her role, moving towards
becoming a wife, rather she remains a bride.
Stanza 1: The Farmer’s attitude is clear as he acknowledge that she was ‘too young’ but he has more
important things to do than ‘bide and woo’. He is a practical and hard-working man, unable and
reluctant to deal with the complexities of human emotion.
Stanza 1: The impact of the wedding on the young girl is apparent from the wedding day – ‘she
turned afraid’ and became ‘like the shut of a winter's day’ ‘Her smile went out’. The winter image
emphasises the cold, numb emotional state of the girl. The reader is only given clues about the girl
as she is voiceless throughout. That she smiled, implies that before she was chosen as a bride (again
‘chosen’ highlights the lack of her choice – something being done to her) she was a happy, young
lady.
Stanza 1: The girl is likened to a ‘frightened fay’ (fairy). This dehumanises her, making her human
emotions alien, inexplicable and unaccounted for – the Farmer makes no effort to understand the
girl.
Stanza 1: The last line of Stanza 1 is shocking ‘One night, in the Fall, she runned away’, and gives a
further clue about her deep unhappiness. The simplistic grammatical structure of ‘runned’ conveys
the simplicity of the Farmer, and how poorly equipped he is to deal with how withdrawn and
traumatized the girl is from the marriage.
Stanza 2: The reference to ’They’, the villagers, and their support for the Farmer by revealing her
location, highlights her isolation and low status, low power. In addition, the farmer remembers how
‘we’ chased her, again emphasising the girl as different and separate to the villagers.
Stanza 2: The girl is described, using a simile, as ‘like a hare’. She is reduced to an animal, prey being
hunted by the man and his helpers, until she is eventually ‘caught’ ‘fetched home’ and locked in a
room.
Stanza 3: Provides some light relief in the life of the girl. The stanza shows her carrying out menial
household tasks ‘like a mouse’, comfortable in the presence of animals – birds and rabbits, but still
terrified of the farmer. Again the use of a plural pronoun ‘Us’ sounds threatening, as if the girl feels
frequently vulnerable in her interactions with others.
Stanza 3: The reference to the ‘women’ further disconnects the girl from others, she has no links to
other people, but is frequently linked to the natural and animal world. The women ‘say’ and discuss
the girl implying that she is an oddity, someone whose behaviour is gossiped about by others.
Stanza 4: A short 4 line stanza in which the Farmer begins to express his feelings of rejection. Four
similes are used comparing the girl to natural elements - a young hare, a young tree and wild violets
– each vulnerable, not fully matured, and without adult strength. The use of sibilance in this stanza
suggests an almost whispered description of the girl, as he attempts to control his feelings.
Stanza 5: Shows the inevitable changes that occur in the natural world. The season begins to turn
towards winter. This pathetic fallacy suggests something dying, perhaps the Farmer’s patience and
gentleness, and are a foreboding glimpse of the future. The Farmer feels the need for children and
his frustration with the situation is clear. The colours of this stanza become darker ‘brown, blue, grey,
black, red’, symbolising a dark time approaching.
Stanza 6: Continues with the sense of foreboding. She is in the attic, as physically far from the Farmer
as she could be. The repetition used in the final stanza to describe her physical features ‘down,
brown, hair’ expose his inability to control his desires and emotions for much longer. The caesura in
these lines suggest he is being flooded with images of her. The exclamation marks show he is
becoming increasingly emotional and is losing control.
K McCabe 2016 22
Organised Notes Additional Notes
The poem is the story of a young woman taken as a bride for a Farmer
and her unhappiness that follows. It is told from the viewpoint of the
Farmer and the young bride remains voiceless throughout. It has an
unnerving tone.
The poem uses natural and animal imagery to portray the girl. The
farmer understands nature but he doesn’t understand emotions and
women. He recognises her vulnerability but he has a functional
relationship with nature, it is profitable and helps him earn his living. In
the same way, the young girl’s role is to provide him with children. This
could be Mew’s criticism of the increasing industrialization of the
countryside – that it was being used for purpose, without protecting its
fragile beauty, in the same way the young girl is used by the farmer. In
addition, the natural world changes throughout the poem, moving
through seasons. Like nature, the situation the girl finds herself in cannot
stay fixed forever, there is an underlying ominous sense of inevitable
change.
The poem clearly exposes relationships between men and women. The
girl is voiceless and powerless and nameless – simply a possession of the
Farmer. Their home is a microcosm of the role of women in society at the
time. The girl has freedom taken away from her, completes mundane
tasks and is expected to bear children. The men, by contrast, are active,
and in control.
The poem could also be a comment on the treatment of those who are emotionally vulnerable and
unstable in society. The girl was happy before the relationship but the marriage causes a deep trauma
as she becomes withdrawn and isolated. It is clear her behaviour is seen as odd, due to the references
to others – the villagers.
Continued
K McCabe 2016 24
CLEAN COPY ANNOTATION: THE FARMER’S BRIDE
By Charlotte Mew
Annotate the poem from memory
The title is often overlooked and was adapted by Browning 30 years after being written, changing it
from Porphyria to Porphyria’s Lover. Whilst Porphyria is named in the title, the poem is about her
lover, the man, and is told from his point of view. However, Browning, in the persona of the man, is
cleverly and frustratingly ambiguous. Additionally, the use of the word ‘lover’ suggests a sexual and
possibly illicit love affair, one that is not approved by others for whatever reason. There is an implicit
sense of Porphyria’s guilt in the title.
The poem begins with pathetic fallacy of a stormy setting, to foreshadow later events. The ‘sullen’
wind is personified and appears spiteful and mischievous, doing ‘its worst to vex the lake’. Despite
the violence of the storm, the rural setting is also a Victorian romantic ideal, beautiful and simple,
which lulls the reader into a false sense of security.
The man sits ‘with heart fit to break’ though there is not indication why. This is the beginning of the
ambiguity. It could be from excitement as he waits for Porphyria, it could be with grief or anger.
Whatever, Browning intended this as dramatic irony so that the reader knows, in the stormy setting,
the man is waiting, full of emotion, building tension. This irony is increased with the entrance of
Porphyria, ‘gliding’, oblivious to the man’s emotional state.
Porphyria’s impact on the scene is immediate, shutting out the ‘cold’ and the ‘storm’ and making the
’cheerless grate blaze up’. She epitomises warmth and comfort. She is noticeably active and
dominant in the opening of the poem, she tends to the cottage, tends to herself and then to the
man, whilst he sits passively observing.
The man comments on her ‘soiled gloves’. This conveys an image of something dirty, damaged and
unclean, a possible indication of how he views Porphyria.
The man continues to be silent, simply observing Porphyria. ’When no voice replied’ she begins to
appeal for attention ‘making her white shoulder bare’, and ‘murmuring how she loved’ him. His
passive, emotionless study of her builds tension, knowing how his ‘heart was fit to break’.
He then describes her as ‘too weak’, the first clear subjective comment. His view is that she does not
have strength, despite ‘her heart’s endeavor, To set its struggling passion free from pride.’ Porphyria is
content to be a ‘lover’, hence the implicit guilt, but not ’dissever’ herself from her ‘vainer ties’ and
‘give herself’ to the man forever.
‘But passion would sometimes prevail’ Passion is both love and longing as well as anger and suffering.
This is further ambiguity, and a possible, deliberate pun given the repetition from the ‘passion’
Porphyria feels 3 lines earlier. It is possible that his anger would sometimes ‘prevail’ or overcome
him.
The idea of anger overwhelming him extends to the following line ‘ Nor could to-night’s gay feast
restrain a sudden thought of one so pale’ . Even his happiness and joy of being with her and in her
company cannot stop his inner rage and need to possess her fully , a sudden image of the violence he
might inflict would leave her ‘so pale’ because he is consumed by love for her, which he
acknowledges in ‘all in vain’
He engages with her by ‘looking up at her eyes’, the first moment of interaction between them, but
still silent. He then feels filled with love from Porphyria, that he is ‘worshipped’. Again, a passive ,
dysfunctional love between them.
The repetition of ‘mine, mine’ signals the man’s desire to fix the moment forever and make it last.
Juxtaposition is used to show Porphyria’s change from ’soiled’ to ‘perfectly pure and good’.
Browning uses anastrophe to reveal the details of her murder – ‘three times her little throat…’. This is
largely used to maintain the rhyme scheme. However, it also delays the horrific details of the event,
finishing in a similar way to a periodic sentence with the final clause ‘And strangled her.’ This delay
makes the moment more shocking.
Repetition of ‘pain’ is used as the speaker attempts to convince himself that his deed was merciful.
The fear the man feels about his act is likened to the fear of opening a flower which holds a bee. The
bee, like Porphyria, may be angry and seeking revenge. This is what he imagines he may see in her
eyes. By contrast, he sees ‘laughing.. blue eyes’ and a ‘blushing cheek’.
Porphyria, so active at the beginning, now needs her head ’propped’ up as it ‘droops’.
The end of the poem vividly conveys the sense of the speaker as an unreliable and delusional
narrator. He talks of her ‘darling one wish’ being heard allowing them to sit together all night. His
final statement to convince himself of the morality of his actions is his observation that ‘God has not
said a word’.
K McCabe 2016 27
Organised Notes Additional Notes
The poem deals with the fatal meeting of two lovers. It is a dramatic
monologue, told from a first person viewpoint in the persona of the
male lover. It has a dark, ambiguous and sinister tone throughout.
The poem explores obsessive love. There is a sense of disquiet from the
start of the poem with the narrator describing his ‘heart’ as being ‘fit to
break’. The tension builds from this dramatic irony and all that is left
unsaid throughout the poem. Browning’s narrator does not explicitly
voice his feelings and motivation, instead leaves the audience to pick up
clues. It is clear that this is not healthy, reciprocal love as he observes
her coldly, refuses to answer her and feels morally right for committing
murder.
The poem is full of spoken & unspoken horror. The harmonious, lyrical
structure of the poem juxtaposes with the sinister events. The use of
anastrophe delicately and slowly reveals the shocking murder. The end
tableau, rather than a romantic scene, is an image of a cold murderer.
Typical of the Victorian Era, the woman is voiceless. The ‘love’ and
‘relationship’ is shown through the eyes of the male. The reader is only
able to see her perspective through the eyes of the unreliable male
narrator. Likewise the actions of the narrator after the murder make his
delusions clear.
Continued
K McCabe 2016 29
CLEAN COPY ANNOTATION: PORPHYRIA’S LOVER
Annotate the poem from memory by Robert Browning
daughters to marry. She was a very successful and famous poet COMPARE WITH:
in her lifetime. Elizabeth and another poet, Robert Browning Letters from Yorkshire
Love’s Philosophy
(Porphyria’s Lover) began writing letters to each other in secret Porphyria’s Lover
and eventually married. She was disinherited by her father. Singh Song
The poem contains a central extended metaphor of the poet’s feelings for her lover. She compares
herself to vines encircling a tree. This illuminates the way that Barrett Browning sees her
relationship – he is a solid, stable and strong ‘tree’, she is the ‘vine’ that surrounds it. Her love and
passion could be seen as all-encompassing, possibly possessive and obsessive.
She recognises how overwhelming her thoughts are, as her vine ‘put(s) out broad leaves, and soon
there’s nought to see’. Her thoughts are suffocating and smothering, so that she loses sight of her
‘image’ of him.
The poet describes her lover metaphorically as a ‘palm tree’. Victorians loved palm trees, which
reminded them of far off lands and adventure. It also has exotic connotations. She could believe
that her lover can transport her from her unhappy, solitary life with her family, to a fulfilled future.
The poet is determined not to be content with her thoughts alone. ‘I will not have my thoughts
instead of thee’. If she becomes happy with just thinking of her love, there is a chance she may not
see him for some time. There is a sense of urgency that means she wants him close, not in her
thoughts.
The poet uses a series of imperatives which show her need for satisfaction and fulfillment - Renew,
Rustle, drop etc,
‘Rather’ in line 7 signifies the volta or turn in the poem. It changes the focus from how
overpowering her thoughts are of him, to a demand that he make himself physically present
‘..Instantly renew thy presence’
The poet uses euphemism to discuss things that would not be appropriate for a Victorian lady to
discuss and that have sexual undertones ’set thy trunk all bare’.
Verbs ‘burst, shattered everywhere’ suggests an inability to contain herself. The intensity of her
feelings are overwhelming her.
Repetition of Thee shows the infatuation and inability to think of anything else.
Organised Notes Additional Notes
The poem is from a woman to her lover telling him how much she loves
him and longs for him to be by her side. It is told from the viewpoint of
the woman and has an impatient, excitable tone.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: SONNET 29 ‘I THINK OF
Annotate the poem from memory THEE’
by Elizabeth Barrett Browning
brought up his father. His poetry is often romantic and uses nature COMPARE WITH:
to explore personal experiences. This poem is about his son Sean, Follower
from his first marriage. He became the Poet Laureate until his Mother, Any Distance
death in 1972. Eden Rock
The title of the poem is slightly ambiguous as it is not immediately clear who or why someone is
walking away.
Stanza 1: The poem sets out in the first line that this is a memory from 18 years ago. This indicates
something particularly poignant or significant about the event.
Stanza 1: The scene is set with pathetic fallacy of the ’leaves just turning’. This is symbolic of the
change from summer to autumn, a time of ageing and change, but also signifies new beginnings of
the new school year, with ‘touch-lines new-ruled’.
Stanza 1: The poet uses a simile to compare his son to a satellite which has been ‘wrenched from its
orbit’. The verb ‘wrenched’ indicates something pulled by force, separated with reluctance. The
anxiety of the poet is further highlighted is he imagines the son ‘go drifting away’. There is a sense of
powerlessness felt by the poet. The line then physically drifts, through enjambment, into stanza 2.
Stanza 2: The son is ‘behind a scatter of boys’ rather than in front of them, following and being led by
others. The word scatter also conveys a sense of unpredictable behaviour. The father is losing his
steady, firm control over his son.
Stanza 2: The father describes his emotion at this moment as ‘pathos’ – a sympathetic pity or
sadness, for the ‘half-fledged thing’ who is now ’in the wilderness’. This vividly conveys the poet’s
apprehension for his vulnerable son, whose ‘gait’ is unsteady and unsure. His inability to find a
‘path’ adds to the satellite image, of a child without anchor, rooting them to the ground. This image
is full of fricative consonants (f and th sounds). These give the line a light, flowing sound as if in
flight.
Stanza 3: Another simile likens the son to a ‘winged seed’ – again furthering the image of something
without control or purpose, aimlessly meandering.
Stanza 3: The poet creates a metaphor for the cycle of life. Events, such as this one, seemingly
insignificant, are portrayed as ‘scorching ordeals’. The verb scorch suggests burning and permanently
scarring, which, when pieced together ‘fire one’s irresolute clay’. Day Lewis compares human
experiences to the shaping and moulding of clay. Clay can be shaped in any way and needs to be fired
in an oven to harden and become solid. Before this, it can be changed and is not fixed, like people.
However, when painful events happen, they ’fire’ or harden people and leave permanent marks.
Stanza 4: Begins with a lighter, more contemplative tone, although the verb ‘gnaws’ exposes the
persistent raw pain the father feels. However, the poet reflects that this pain is a sign of deep love
and that deep love for a child means wanting to see them grow and become an independent ‘self’.
Organised Notes Additional Notes
The poem is a memory a father has of watching his son walk away to
play his first game of football. He uses this simple, literal event to reflect
on the task parents have of letting go of their children. It is written from
the viewpoint of the poet as the parent, directly addressing his son. It
has a poignant and reflective tone.
Although the poem is about the son walking away, it s firmly focused on
the feelings of the poet. The poem addresses the son directly, but there
is repetition of ‘I’ throughout, illustrating the central feeling of anxiety in
the poem. This is clearly shown in Stanza 2 with the line ‘I can see you
walking away from me’ – it is as if this is more about what is being done
to the poet, than about the feelings of the son.
The poet uses a semantic field of flight and freedom. The satellite
drifting, the half-fledged thing, the winged seed, all suggest movement
and distance. Apprehension over this freedom is shown through
accompanying words such as ‘wilderness’ and ‘wrenched’.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: WALKING AWAY
Annotate the poem from memory By Cecil Day Lewis
QUESTIONS:
1. Compare how strong bonds are explored this and one other poem of your choice.
2. How is growing up explored in this poem and one other poem of your choice?
3. Compare how feelings of loss are communicated in this poem and one other of
your choice.
K McCabe 2016 36
FOLLOWER THEMES:
By Seamus Heaney (1939 – 2013) Family Bonds
Heaney was brought up in a simple, rural family and was the Letting Go
Childhood
eldest of 8 children. He became an English teacher and began to Parental Love
write poetry. He became the Professor of Poetry at Oxford and
Context
in 1995 won the Nobel prize for literature. He was also offered COMPARE WITH:
the role of Poet Laureate, an honour given by the King/Queen to Before You Were Mine
Walking Away
be the national Poet. Heaney turned this down because of his Climbing my Grandfather
strong Irish roots and identity. Mother, Any Distance
The title is ambiguous as it doesn’t clarify who is following who, this is also relevant to the central
theme of the poem.
Stanza 1: Heaney is remembering his father who, as part of his work on the farm, ploughed the
fields. A simile is used in the first stanza that likens his father’s ‘globed’ shoulders with a ‘full sail’ .
This conveys the image of a strong and powerful man, with broad shoulders. He has control over
the horse who is responding to the father’s clicks and commands. There is a clear admiration that
comes through from a young Heaney observing his father in his work.
Stanza 2: This admiration is confirmed with the statement opening stanza 2 ‘An expert’. This,
followed by caesura, demands that the reader pause on this thought and consider his mastery,
explained in the following lines using precise verbs ‘fit, set, without breaking, single pluck’. This is
significant as rural farm work is often considered menial, unimportant. Heaney elevates it to
something almost talented and artistic. Enjambment is used at the end to illustrate the plough
turning, to come back down the line.
Stanza 3: The father and horse are described as a team – man and nature working in unison. More
details of the precision and skill of his father ‘His eye narrow and angled at the ground, mapping
the furrow exactly’. There is a sense that Heaney is attentively observing his father with great
pride, almost with such detail so that he may mimic his father in later life.
Stanza 4: Begins to focus on the son. Heaney’s stumbling is juxtaposed with the accuracy of his
father. He stumbles, falls and rides on his father’s back. The use of the passive verb form ‘He rode
me on his back’ shows that it is father who is in control, very different to ‘I rode on his back’. This is
could be interpreted as a sentimental portrait of a father who was also affectionate and loving,
who enjoys the company of his son, not detached and unapproachable because of his focus on
work. It could also show Heaney’s frustration, that he felt he could never measure up to his father.
Stanza 5: The impact and influence the father has on Heaney is made clear at the beginning of this
stanza ‘I wanted to grow up and plough’. There is a melancholic tone, when Heaney acknowledges
that ‘All I ever did was follow’, again revealing a sense of his own failure and inadequacy.
Stanza 6: As an adult, Heaney recognises his impact on his father and the nuisance he may have
caused ‘tripping, falling, yapping’. However, he also recognises the changes to their relationship as
it is now the father ‘who keeps stumbling’ and ‘will not go away’. This can be interpreted in two
ways. Either, in the same way that the young Heaney would not leave his father’s side because of
his devotion to him, now the father is mimicking his son in his old age, Heaney tenderly recognising
the roles switching. Alternatively, the adult Heaney is frustrated by his father’s dependence on him,
having seen him as a leader and role-model all his life.
Organised Notes Additional Notes
The poem is a touching celebration of a father, skilfully working on the
land. It is told from the viewpoint of the son, the poet Heaney,
remembering him as a child and as an adult. It is a gentle and poignant
tone.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: FOLLOWER
Annotate the poem from memory By Seamus Heaney
The poem was originally untitled, along with all poems in the ‘Book of Matches’. The given title
comes from the first few lines. This adds to the ambiguity, that it is the reader’s task to decide on the
overall message or theme.
Stanza 1: Addressed directly to his mother, using a formal term of address. This could be the first
indication that he is ready, trying to move into adulthood. However, it is immediately contrasted with
an acknowledgement that he still needs her ‘second pair of hands’.
Stanza 1: Hyperbole used to describe the new house ‘acres’, ‘prairies’. This has connotations of both
childish adventure & exploration, heading off into the Wild West, unchartered territory. It also
suggests some amount of fear and trepidation about the unknown future.
Stanza 2: Mother is described as being at the zero-end . She is the fixed point, whereas he is the one
moving away. This is the beginning of the imagery suggesting he is attached or tethered to her. He
has to report ‘back to base’ with the ‘line still feeding out’. Their attachment is reminiscent of an
umbilical cord, suggesting a deep connection between mother and son. However, as he moves away,
he is aware that he is becoming more distant – ‘unreeling years between us’ and this leaves him
feeling both anxious and excited.
Stanza 2: The enjambment of stanza 1 & 2 is contrasted with the caesura of two juxtaposed images
‘Anchor. Kite.’ She is the anchor, he is the kite. Anchor can be both stable & reassuring, as well as
restricting, hindering, pulling him back. However, Kite suggests joyous feelings of freedom &
excitement, only enjoyed if attached to string.
Stanza 3: The image of the poet space-walking continues the theme of exploration. He is now at the
limits of the tape measure and metaphorically, of his freedom whilst being so tethered to his mother,
‘something has to give’. Tenderly, he notices she is still holding on and will not let go of him.
Stanza 3: He reaches for the ‘endless sky’ and the poem ends ambiguously, leaving the question of
whether he will ‘fall or fly’ hanging. The end seems implicitly positive. Hatch has a double meaning.
Like a bird, independence is natural and he will fly.
Organised Notes Additional Notes
The poem is about a son measuring up his first house, with the help of
his mother. He acknowledges that he is beginning to physically and
emotionally move further away from her, into adulthood. It is told in first
person from the viewpoint of the poet. It has a gentle and positive tone.
The poem is based on a sonnet form, traditionally used for love poetry.
Mother, Any Distance has 15 lines, ends with a rhyming couplet. It
roughly has an octave and sestet. The turn (volta) comes in line 9 when
the son begins to experience less fear and more excitement and need for
his independence. The poem moves between harmony and rhyme/half-
rhyme into disjointed, irregular rhyme and irregular line length. The
instability, irregularity of the rhyme and metre symbolises the evolving
nature of the relationship, that they are changing and renegotiating
their roles
The poet though attached to his mother, wants and needs to let go. The
use of the words associated with adventure and exploration suggest both
excitement and trepidation. The poet knows he is moving into
unchartered territory. Hyperbole symbolises his childlike response to his
freedom (acres, prairie, space-walk) but this changes to something more
dynamic and decisive (climb, reach). The poem shows the relationship is
evolving and being renegotiated by son and mother.
Despite the seemingly reserved nature of the poem, the poet clearly has
deep feelings of love for his Mother. Choosing the sonnet form, used
typically for love poetry, makes a clear statement. Although he doesn’t
use the word love, or any terms of affection for his mother, the poem
shows his literal & emotional attachment through the imagery and
metaphors – You come to help me, You at the zero end, still pinch..
K McCabe 2016 42
CLIMBING MY GRANDFATHER
THEMES:
By Andrew Waterhouse (1958 – 2001) Love
Waterhouse was a teacher, environmentalist, poet and musician. Family Bonds
Childhood
He committed suicide, having suffered from depression
Context
The title of the poem evokes images of a toddler climbing on and over his grandfather. The word
climbing also suggests the height (in life, status, experience) that the grandfather has reached.
The poem begins with the poet proudly stating that he ‘decides to do it free, without a rope or net’
There is something both adventurous, slightly dangerous and liberating about free climbing, an
adventure that the grandson is keen to embark on.
The ascent at the beginning is described as ‘easy’. The grandson notices the ‘old brogues, dusty and
cracked’ creating an image of a practical and resourceful man.
He then ‘traverses’, moving round to ’an earth stained hand’. This portrays the grandfather as
someone who is a simple working man, outside, possibly in his garden or on an allotment, his
fingernails ‘splintered’. There is a romanticised ideal about man’s connection with nature, there is
something honourable about working on the land. He is further shown as honourable, the splinters
‘give good purchase’ (allow for a firm grip). The grandfather is solid, dependable and unshakeable.
An oxymoron ‘warm ice’ is used to describe the skin on his fingers. The contrast highlights
something both deeply familiar and reassuring and something thrilling and slightly unnerving –
possible unnerving because of the awe and wonder the grandson feels for his grandfather.
On his arm he has the ‘glassy ridge of a scar’ demonstrating that he is a man of experience who has
lived a full life. By the grandson placing his feet ‘gently’ in the stitches, there is an
acknowledgement of the pain that may have resulted from this.
The grandson then reaches ‘his still firm shoulder’ and rests. Shoulders are symbolic for carrying
weight, bearing troubles etc. The fact that the grandfather’s shoulders are still ‘firm’ illustrates a
man who is resolute and strong, emotionally and physically.
The grandson acknowledges that ’climbing has its dangers’ perhaps because in our journey to
knowing or ‘climbing’ our relatives, there is always a risk in our discoveries, what we may uncover
from the past.
The grandson stares into his eyes, as he slowly blinks ‘watch a pupil slowly open and close’ – the
inactivity of the grandfather shows immense patience and affection for his grandson.
The summit of the climb is the white hair of the grandfather. The grandson imagines the air being
thin, as it is at top of high mountains. He cannot see any more of his grandfather, having reached
the top of his head, only ‘clouds and birds’ but he does now feel deeply connected to him, feeling
his warmth and ‘the slow pulse’ of his ‘good heart’.
Organised Notes Additional Notes
The poem is an extended metaphor, comparing the Grandfather to a
mountain, that the grandson climbs. It is told from the viewpoint of the
grandson as if he is still a young boy. It has a positive and loving tone.
The grandson has a deep admiration for his grandfather. The central
metaphor of the grandfather being like a mountain suggests the
grandson feels awe and wonder. The particulars of the grandfather’s life
voiced through the physical marks and details, are not questioned by the
grandson, but accepted as part of his form. The patience of the
grandfather, allowing the boy to climb and explore, shows reciprocal love
and tenderness. There is a silent, wisdom about the grandfather, that
knows the young boy must undertake life’s adventures on his own, but
he will always be a dependable and unshakeable ‘rock’ for support.
The poet’s use of a semantic field of climbing and the outdoor world
romanticises the grandfather. The frequent use of specific terms
associated with climbing evokes images of adventure. To the young boy,
the life ahead is an adventure, made even more poignant considering
the fate of the poet. His grandfather is a giant or hero, which the boy
wants to explore, shown in his excitement as he embarks on his ascent..
In addition, there is a an honour associated with the ‘earth stained
hands’, the scars and marks acquired over the years.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: CLIMBING MY
Annotate the poem from memory GRANDFATHER
by Andrew Waterhouse
years old, after returning from WWI and never recovered from COMPARE WITH:
injuries. Causley was private & believed everything people needed Before You Were Mine
Walking Away
to know about him was in his poems. The poem was published Mother Any Distance
after his mother had died, when he was well into old age. Follower
Title ‘Eden Rock’ refers to an invented location, created by Causley. The word Eden could be
suggestive of the Garden of Eden, an idyllic paradise.
Stanza 1: Starts in the present tense with vague location ‘somewhere’. Contrasted with precise,
detailed image of father. ‘Same’ suit suggests habit and a modest, unpretentious person, who values
quality that lasts shown in the detail of the ‘Genuine Irish Tweed.’
Stanza 1: The present tense and use of ‘still’ describing the dog gives the impression of a moment
from many years ago, which is now replaying and has a timeless quality.
Stanza 2: Precise, detailed description of mother sprigged dress, ribbon, straw hat etc. suggests a
photographic memory of the event, as if the poet has studied a family snapshot many times.
Stanza 2: white, light, wheat symbolise a peaceful, positive, natural scene.
Stanza 3: Details again point towards modest, resourceful and simple people, reusing what they
have ‘old HP sauce bottle’, also reinforced by ‘Same’ repeated from Stanza 2. ’Painted blue’ tin cups
adds to this sense of resourcefulness but also evokes images of the sky, echoed in stanza 4.
Stanza 5: The poet is no longer part of the dream like image. He can now ‘hear’ his parents call, but
is no longer able to see them.
Stanza 5/6: The physical distancing of the final line from the stanza captures the distance between
the poet and his parents, who are on the other side.
Stanza 5/6: The euphemistic ‘crossing’ which is ‘not as hard as’ he ‘might think’ and that he ‘had not
thought it would be like this’ could suggest that Causley is filled with joy and peace that his parents
are waiting for him - death should not be feared. However, there is a sense of fear – accepting death
means giving up on life.
Organised Notes Additional Notes
Eden Rock is a description of a picnic the poet has with parents. On a
literal level, it could be simply nostalgic. But it has a more symbolic
meaning - the poet imagining his parents in a timeless afterlife calling to
him to join them. It is told from the viewpoint of the poet in first person
and has a reflective and peaceful tone.
Poem uses a series of precise details to describe his parents and the
scene. Irish Tweed, sprigged dress, stiff white cloth, thermos etc. These
vivid descriptions create a distinct portrait or tableau of the family. This
precision juxtaposes the ambiguity created elsewhere in the poem
‘somewhere beyond Eden Rock’ and the past that is set in the present.
Poem is flooded with light and bright colours: whitens, white cloth,
wheat, light, milk, blue etc. These all create a beautiful scene.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including
quotations, (embed them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: EDEN ROCK
By Charles Causley
Annotate the poem from memory
QUESTIONS:
1. How does the poet present death in this poem and one other of your choice?
2. Explore how the poet’s family are portrayed in this poem and one other poem of
your choice.
3. How does the poet explore memories of the past in Eden Rock and one other
poem of your choice?
K McCabe 2016 48
BEFORE YOU WERE MINE THEMES:
Past
Memory
By Carol Ann Duffy (1955 - ) Regret
Mother/Family
An autobiographical poem of the poet’s mother, her youth and her
Context
Title is an inversion of the way we see parent/child relationships. In this poem, Duffy owns or
possesses her mother, she takes ownership and possibly feels responsibility for her mother, when it
is usually the other way round. Duffy could feel some guilt at her mother’s disenchantment with
her life, or feel bitter that her mother was not happy.
Stanza 1: The poem begins with a precise image of mother with friends. There is a sense of
exuberance and joy of youth as they ‘shriek at the pavement’.
Stanza 1: Poet suggests her mother has the same attributes as Marilyn Monroe (glamour, sex
appeal etc.) ‘Marilyn.’
Stanza 2: Excitement & glamour continues ‘ballroom with a thousand eyes’ and ‘fizzy, movie
tomorrows’. Duffy imagines her mother as being the centre of attention watched by everyone, a
fairy-tale scenario of endless possibilities for love & romance
Stanza 2: ‘I knew you would dance like that’ conveys Duffy’s imagined and idealised memories of
her mother.
Stanza 3: Begins with a rhetorical question that has an ironic, conversational tone. This suggests
intimacy, pathos and some bitterness. Intimacy as if they are equals, pathos showing an emotional
understanding of how hard it is being a mother, and bitterness acknowledging that her mother was
never as happy as she was ‘before’ she was hers.
Stanza 3: Duffy’s hands in the ‘red high-heeled shoes’ is a juxtaposition between the innocence of a
child’s play and dressing up, and the shoes as a sexual icon. Relics because they are now useless.
Stanza 3: Duffy’s memory is so vivid she uses synaesthesia to evoke the image of her mother who
she sees ‘clear as scent’.
Stanza 4: Pavement imagery is repeated as mother and daughter are ‘stamping stars’, suggesting
Hollywood glamour, but this time it is the wrong pavement.
Stanza 4: Duffy acknowledges that as a child she recognised the difference between her carefree
mother and the unhappy, bitter mother. ‘Even then I wanted the bold girl winking’.
Organised Notes Additional Notes
The poem is about the poet’s idealised memories of her mother. It is
told from the viewpoint of the poet, who is omniscient. She is directly
addressing her mother. It has a poignant tone.
Poem juxtaposes the experiences of youth with growing old and having
responsibilities throughout loud, possessive yell, with a hiding for the late
one, my hands in the shoes etc. Although she recognises that this is life,
there is still a sense of sadness and lack of fulfillment, as though life
didn’t meet the expectations of youth. The poem, moving in between
time frames, also shows how life merges from one part to another.
Poem uses a direct and conversational tone throughout to create a sense
of intimacy and equality that leaves Duffy seeming quite angry. The
direct tone (use of I, me, my) suggests that Duffy, as an omniscient
narrator, is fully controlling her mother’s images, by inventing them and
over glamourizing them. The conversational tone suggests a confident
and more knowing tone – it is full of dramatic irony.
AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style (Ambitious Vocabulary,
Organisation) and develop an informed personal response (Point Opinion statements), refer to the text, including quotations, (embed
them) to support and illustrate interpretations
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using relevant
subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: BEFORE YOU WERE MINE
Annotate the poem from memory By Carol Ann Duffy
The decade ahead of my loud, possessive yell was the best one, eh?
I remember my hands in those high-heeled red shoes, relics,
and now your ghost clatters toward me over George Square
till I see you, clear as scent, under the tree,
with its lights, and whose small bites on your neck, sweetheart?
Cha cha cha! You’d teach me the steps on the way home from Mass,
stamping stars from the wrong pavement. Even then
I wanted the bold girl winking in Portobello, somewhere
in Scotland, before I was born. That glamorous love lasts
where you sparkle and waltz and laugh before you were mine.
QUESTIONS:
1. How does the poet present family memories in this and one other poem of your
choice?
2. Compare how poets present relationships with their mothers in this and one
other poem of your choice.
3. To what extent does the poet present loss of a loved one as something mournful
and sad? Compare this poem with one other
K McCabe 2016 poem of your choice. 51
THEMES:
LETTERS FROM YORKSHIRE
Love
Longing
Distance
By Maura Dooley (1957 - ) Nature
Dooley was born in Cornwall and went to University in York. Now
COMPARE WITH:
Context
The reference to ‘letters’ in the title, using the plural gives the impression that the poet receives
letters fairly frequently and that these are much anticipated and welcomed.
The poem is written in first person, but moves between addressing the man as ‘he’ to the direct form
of address ‘you’.
Stanza 1: Vividly portrays the man in his garden. Detailed description indicates he is deeply
connected with nature. Active verbs describe his work. He is also deeply connected with the poet as
’his knuckles singing’ communicates the joy he feels in sharing the return of the ‘lapwings’ with his
friend.
Stanza 2: The caesura and enjambment suggest the poet is recalling moments as she imagines them.
This is also indicated by the use of the continuous tense in Stanza 1, that the two lives and worlds
are occurring simultaneously.
Stanza 2: The sudden change in tone ‘It’s not romance, simply how things are’ contains ambiguous
reference to ‘It’. This could be interpreted as the poet refusing to see the beauty of nature in a
romanticised way. She may want to portray the typically romanticised ideal of nature as normal and
‘real’ as this is what she wants for her own life – daily engagement with nature, in the way she has
described the man in stanza 1. However, it could also be interpreted as a defensive refusal to
acknowledge she is romantically linked to the man. There is a change from ‘He’ to a much more
direct and intimate ‘You’ immediately after this point, which could suggest a change in her ability to
measure and control her feelings.
Stanza 2/3: The poem contains clever enjambment across these two stanzas with the ‘seasons
turning’.
Stanza 3: The poet’s description of her life seems mundane and unfulfilling. The imagery of her
‘feeding’ words into the screen indicates that this work is consuming her, the screen will never be
satisfied and always demands more. Her futile work is juxtaposed with his purposeful work.
Stanza 3: The reference to ‘headlines’ works well next to her challenge of the reality of her life
compared to his, through the use of a rhetorical question. It deliberately makes the reader question
what is real and important.
Stanza 5: Although she yearns and longs for his world and the ‘air and light’ which floods his letters,
they have a profound connection even with the distance as their ’souls’ tap out messages across
miles.
Organised Notes Additional Notes
Letters from Yorkshire is about the poet receiving letters from a male
friend. These letters give her a window into his life in Yorkshire, a life that
she misses and yearns for. It is told from the viewpoint of the poet. It has
a reflective and positive tone.
The poet uses nature to explore what makes her happy. The natural world
surrounding the man is gentle, tranquil and full of warmth and light –
even in a cold setting singing reddened in the warmth, clearing a path,
snow, air and light etc. She yearns for the simplicity of his life, shown
through the monosyllables used to describe his work. She experiences
vicarious joy from knowing the tasks he is completing in his garden.
The poet’s feelings are not explicitly expressed. There is a deep bond
between them, shown through the plurality of the ‘letters’, his joy at
writing to her, their comfort with the distance, an their souls being
connected. The poet seems to be measured and controlled in how she
presents her feelings. This control could be seen as slightly shaken after
defending her feelings about the man, when she begins to refer to the
man using ‘you’.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects (Zoom in, Analysis), using
relevant subject terminology (Techniques) where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
CLEAN COPY ANNOTATION: LETTERS FROM YORKSHIRE
Annotate the poem from memory By Maura Dooley
QUESTIONS:
1. How does the natural setting help the poet to explore feelings in this and one
other poem of your choice?
2. How is a relationship over a long distance presented in this poem and one other
poem of your choice?
3. How are the feelings of the speaker/poet communicated in this poem and one
other poem of your choice? K McCabe 2016 54
When We Love’s
Philosophy Porphyria’s 1837-1901
1800 Two Parted
by SHELLEY Lover Sonnet 29:
VICTORIAN
by BYRON By BROWNING I Think of Thee
By BARRETT BROWNING ERA
It is important that, whilst not following a formula, you work to a checklist in your head of
what an excellent poetry essay includes:
The remaining paragraphs, the main body, could start with a paragraph on structure as you
look at the overall, ‘whole’ of each poem. Look at the type of poem, rhyme scheme and
metre, patterns of caesura and enjambment etc.
After this, paragraphs should pull out comparative points of language and imagery. It is
easiest to start at the beginning of the printed poem and work through, or with the most
obvious and noticeable points. Make sure each paragraph has a clear topic or point
sentence (as shown in the coloured boxes in this guide). The rest of the paragraph should
include a mixture of:
T – Techniques using subject specific vocabulary. Sound like an expert analyst.
E – Evidence, carefully chosen words and phrases, embedded within sentences.
A – Analysis zooming in on the connotation, symbolic meaning, suggestion and
emphasis of the words and phrases.
K McCabe 2016 56
Resources to help:
Mr Bruff’s guides online and in print – video analysis of each poem on
www.youtube.com/mrbruff
K McCabe 2016 57